Green Ambassadors InstituteLos Angeles, CAFebruary 7 & 102014
INTERDISCIPLINARY LEARNING IN ACTION
Amy FrameDirector of Curriculum
& Instruction
Sammy LyonService Learning Coordinator
WHO ARE WE?
ICEBREAKER
WHO ARE YOU?
WHY ARE WE HERE?
WHAT IS GREEN AMBASSADORS?
GREEN AMBASSADORS CURRICULUM
• A-G Approved UC Course
• Being updated to reflect new standards this summer
• Working on middle school version
• Available http://greenambassadors.org/curriculum-download/
ECS BEST PRACTICES
Middle School Best Practices
2b. Unit Design Cycle
Develops and implements standards-based curriculum and
assessments around themes, essential questions,
and big ideas.
High School Best Practices
2e. Interdisciplinary Connections
Integrates course with other disciplines; teaches themes,
essential questions, and big ideas .
Friday February 7ECHS Community Forum Student Projects Student Q & A Teacher Insights Work Time with ECHS
TeachersUnit Design Cycle
3 Entry Points Themes Standards Projects
Teacher Work Time
Monday February 10ECMS Benchmark Refinement Day Teacher Teams at Work Scoring Teacher Models
with Rubrics Benchmark Refinement
Protocol Work Time with ECHS & ECMS Teachers
Unit Design Cycle Deepening Content
Knowledge Assessing & Reflecting
WHAT WE ARE GOING TO DO ?
WHAT IS INTERDISCIPLINARY
INSTRUCTION?
WHAT?
Disciplines Interdisciplinary
WHY USE INTERDISCIPLINARY
INSTRUCTION?
WHY?Real World
WHY? Real Science
WHY?Brain-Based Deep Learning with Multiple Intelligences
Higher Order
Thinking Skills
WHY?WASC
Criterion B1: Standards-Based Student Learning: Curriculum“To what extent is there integration among disciplines?”
National Green Schools Competition
Element 3A (20%)“Interdisciplinary learning about the key relationships between dynamic environmental, energy, and human systems.”
WHY?
IT’S ON THE TEST…
WHY?It’s in
the new standard
s!
Quick Question
WHY DO YOU THINK WE SHOULD DO
INTERDISCIPLINARY INSTRUCTION?
HOW DO WE PLAN INTERDISCIPLINARY
INSTRUCTION?
UNIT DESIGN CYCLE
1. Choose learning
objectives.2.
Find thematic
connections.
3. Design the
project.
4. Deepen content
knowledge.
5. Analyze
assessment data.
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
2. Find
thematic connections
.
a. Develop an Essential Question around your Theme.
b. Brainstorm Guiding Questions pertaining to each subject.
c. Explore Big Ideas, considering student development and community needs and interests.
d. Research available resources including curriculum, experts, field trips, school campus projects, parents, and organizations.
2. FIND THEMATIC CONNECTIONS.
Theme
a theme is a concept or unifying idea that can be examined from many angles and disciplines, usually something abstract such as “systems”History
National Standards (NCSS): Social Studies Themes
1. culture2. time, continuity, & change3. people, places, & environments4. individual development & identity5. individuals, groups, & institutions6. power, authority, & governance7. production, distribution & consumption8. science, technology, & society9. global connections10. civic ideals & practices
Topics
topics are the subjects being explored (often from standards), usually a specific thing, place, or event, such as “The Los Angeles River”
1. Pattern2. Cause and effect3. Scale, proportion,
and quantity4. Systems and
system models5. Energy and matter6. Structure and
function7. Stability and change
CROSS CUTTING CONCEPTS (THEMES)
Essential Questionthere is usually only one per unit relates to the theme of the unit applies to the real world interests students and adults over the time span of the unit because it leads to more questions and research is open-ended and debatable, with no easy answers requires information from multiple disciplines is determined by teachers with students’ interests in mind
Guiding Questionsthere are many per unit help answer the Essential Question may apply to one or more disciplines relate to one or more topics emerge from teachers and students throughout the unit
Is the American Dream sustainable?
What is the American Dream?What does it mean to be sustainable?
Big Ideas
are the answers to the Essential Questions and/or Guiding Questions are worth knowing; are important to our survival as a species; are the “ah-ha” moments; life lessons have multiple real-world applications may come from standards or combined standards are developed by teachers AND by students through the learning process
• The American Dream means different things to different people and groups.
• Being successful does not have to be defined by large homes and the accumulation of “stuff.”
• Groups have had different access and obstacles to attaining the American Dream.
Essential
Questions
Learning Objectives:
Content
Learning Objectives:
Skills
Topics & Themes
Outdoor & Community Experiences
Community Resources &
Needs Campus Resources &
Needs
Local Environment
al Issues
Students' Needs & Interests
Teachers' Interests &
Talents
One month mini-course, 1.0 credit
Includes: English, History, Math, Science, Spanish, College Prep, Art
Students & teachers arranged by grade level
Community Forum
ECHS INTERSESSION COMMUNITY FORUM
Time: From 9:30-10:30; Break until 10:45
See at least one 10th grade presentation
Observation Form
COMMUNITY FORUM OBSERVATIONGrade: 9th 10th 11th 12th
Room/Teacher:
Time:
Theme
Big Ideas & Knowledge Students Demonstrate
Skills Students DemonstrateEssential Question
What is quality of life?How and why does change happen?What is truth and where does it come from?Why does my community need me?Evidence of Disciplines English Math History/Social Science Science
10:30-10:45BREAK
Did you see anything that inspired you?Did you see anyone else who was inspired?What does inspired learning look like?
Where did see evidence of each? Essential Questions Guiding Questions Themes Big Ideas Content Knowledge in Disciplines Skills Standards
Entry Point 2 Learning Objectives (Standards)
COMMUNITY FORUM DEBRIEF
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
1. Choose learning
objectives.
a. Choose important content standards from each subject.
b. Include key skills standards such as collaboration and presentation. c. Consider student development and community needs and interests when choosing learning objectives. d. Scope and sequence your objectives throughout the year and across grade levels with colleagues.e. Record standards on the Unit Learning Goals form.
1. CHOOSE LEARNING OBJECTIVES.
Dimension 1: Science & Engineering Practices
Dimension 2: Crosscutting Concepts (Themes)
Dimension 3: Disciplinary Core Ideas
Disciplinary Ideas are grouped in four domains:
physical sciences life sciences earth and space
sciences engineering
, technology and applications of science
CALIFORNIA’S ENVIRONMENTAL PRINCIPLES & CONCEPTS
Principle I: People Depend on Natural Systems
Principle II: People Influence Natural Systems
Principle III: Natural Systems Change in Ways that People Benefit from and can Influence
Principle IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing between Systems
Principle V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors
UNIT PLANNING
• English• Math• History• Science• Handwork
(Art) & Games• College Prep
& Advisory
Quick Question
HOW ARE THE NEW STANDARDS AN
OPPORTUNITY FOR YOU?
STUDENT SPEAKERS
12:00-12:45LUNCH BREAK
Samantha Knipp, Green Ambassadors
Amy Johnson, Math
ECHS TEACHERS
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
3. Design the
project.
a. Complete the Project Description including all four components.
b. Complete the Project Rubric to begin giving students feedback.
c. Create the CPT and IUE task prompts and handouts. Be creative, giving authentic audiences for student work. d. As a full group, follow your own written directions to create teacher models of the CPT and IUE. e. Score teacher models using your rubric. Revise your rubric, project description, and handouts as needed.
3. DESIGN THE PROJECT.
Project Overview
Culminating Performance Task (CPT)
Interdisciplinary Unit Exam (IUE)
Component 1: Hands-On/Gro
up Work
Component 2:
Presentation/Event
Component 3: Individual-
Class Writing
Component 4:
Reflection
Essential Question
Guiding Questions Big Ideas
TEAM WORK TIME
Reflections on Inspiration
AppreciationsEvaluation Tomorrow @
ECMS-Gardena812 165th PlaceGardena, CA 90260
CLOSING